1
1
About the Author
2
William Shakespeare
William Shakespeare is usually considered the greatest dramatist and finest poet the
world has ever known. No other writer’s plays and poetry have been produced so
many times or in so many countries or translated into so many languages. One of
the major reasons for Shakespeare’s popularity is the variety of rich characters that he
successfully creates, from drunkards and paid murderers to princes and kings; and from
inane fools and court jesters to wise and noble generals. Each character springs vividly to
life upon the stage, and as they speak their beautiful verse or prose, the characters remind the
viewers of their own personalities, traits, and flaws. Shakespeare also made his characters very
realistic. The dramatist had an amazing knowledge of a wide variety of subjects, and his welldeveloped characters reflect this knowledge, whether it be about military science, the graces of
royalty, seamanship, history, the Bible, music, or sports.
It is known that he was born in Stratford-on-Avon in England, sometime in early 1564, for his Baptism is
recorded on April 26 of that year. His mother Mary had eight children, with William being the third. His father,
John Shakespeare, was a fairly prosperous glove maker and trader who owned several houses in Stratford
and became the town’s mayor when Shakespeare was a boy. The young Shakespeare probably studied
Latin, logic, and rhetoric in the local grammar school and hunted and played sports in the open fields behind
his home.
The next definite information about William Shakespeare is that the young man, at age 18, married Anne
Hathaway, who was 26, on November 28, 1582. In 1583, it is recorded that Anne gave birth to their oldest
child, Susanna, and that twins, Hamnet and Judith, were born to the couple in 1585. By 1592, the family was
living in London, where Shakespeare was busy acting in plays and writing his own dramas. From 1592 to
1594, the plague kept most London theaters closed, so the dramatist turned to writing poetry during this
period, and his poems, which were actually published unlike his plays, became popular with the masses and
contributed to his good reputation as a writer. From 1594 to the end of his career, Shakespeare belonged to
the same theatrical company, known first as Lord Chamberlain’s Men and then as the King’s Company. It is
also known that he was both a leader and stockholder in this organization, which became the most
prosperous group in London, and that he was meeting with both financial success and critical acclaim.
In 1594, Shakespeare was popular enough as an actor to perform before Queen Elizabeth. By 1596, he
owned considerable property in London and bought one of the finest houses in Stratford, known as New
Place, in 1597. A year later, in 1598, he bought ten percent of the stock in the Blackfriar’s Theater, where
they began to hold productions during the winter, returning to the Globe during the summer months.
Throughout the rest of his life, Shakespeare continued to purchase land, homes, and businesses. He
obviously was a busy man between handling his business ventures, performing on the stage, and writing or
collaborating on the thirty-seven plays that are credited to him.
Shakespeare’s most productive years were from 1594 to 1608, the period in which he wrote all of his great
tragedies, such as Macbeth, Hamlet, Othello, King Lear, and Romeo and Juliet. During these fourteen years,
he furnished his acting company with approximately two plays annually. After 1608, it appears he went into
semi-retirement, spending more time in Stratford and creating only five plays before his death on April 23,
1616. He was buried before the altar in Stratford Church, where his body still lies today.
2
Julius Caesar
The Roman Empire
3
The founding of Rome goes back to the very early days of civilization. It is so
old, it is today known as 'the eternal city'. The Romans believed that their city
was founded in the year 753 BC. Modern historians though believe it was the
year 625 BC.
Early Rome was governed by kings, but after only seven of them had
ruled, the Romans took power over their own city and ruled themselves.
They then instead had a council known as the 'senate' which ruled over
them. From this point on one speaks of the 'Roman Republic'. The word
'Republic' itself comes from the Latin (the language of the Romans)
words 'res publica' which mean 'public matters' or 'matters of state'. The
senate under the kings had only been there to advise the king. Now the
senate appointed a consul, who ruled Rome like a king, but only for one year. - This was a wise idea, as like that, the consul ruled
carefully and not as a tyrant, for he knew that otherwise he could be punished by the next consul, once his year was up.
Rome knew four classes of people. This division was very important to the Romans. The lowest class were the laves. They were
owned by other people. They had no rights at all. The next class were the plebeians. They were free people. But they had little
say at all. The second highest class were the equestrians (sometimes they are called the 'knights'). Their name means the 'riders',
as they were given a horse to ride if they were called to fight for Rome. To be an equestrian you had to be rich. The highest class
were the nobles of Rome. They were called 'patricians'. All the real power in Rome lay with them.
The Roman Republic was a very successful government. It lasted from 510 BC until 23 BC - almost 500 years. In comparison the
United States of America only exist since 1776 - less than 250 years. The greatest challenge the Roman Republic faced was that
of the Carthaginians. Carthage was a very powerful city in North Africa which, much like Rome, controlled its own empire. The
fight between the two sides was a long one and took place on land and on sea.
The most famous incident came when the great Carthaginian general Hannibal crossed the mountain chain of the Alps to the north
of Italy with all his troops, including his war-elephants !, and invaded Italy.
Though Rome in the end won and Carthage was completely destroyed in the year 146 BC.
Rome's most famous citizen was no doubt Julius Caesar. He was a Roman politician and general who, without having any orders
to do so, conquered the vast territory of the Gauls to the north of his province in France. In the year 49 BC Caesar crossed the
small river between his province and Italy, called the river Rubicon, and conquered Rome itself which he then ruled as a dictator.
His military campaigns also took him to Egypt where he met the famous Cleopatra.
His life though was ended as he was infamously murdered in the senate in Rome. So famous and respected was Caesar that a
month of the year is still named after him and his heirs today, July (after Julius Caesar). Also the great English poet Shakespeare
wrote a famous play called Julius Caesar about his famous murder.
The Roman empire in the end was overrun by millions of barbarians from the north and east of Europe. It is believed to have
happened two or three times in history that huge migrations took place across Europe, where peoples moved to settle in new
territories. The great migration proved too much for the Romans to stem. Their armies were designed to defeat other armies, not
entire folks and peoples flooding toward them. The collapse was completed when Rome itself was conquered by the Visigoth
Odoacer and his men in the year AD 476.
But what is generally referred to as 'the Fall of Rome' doesn't include the eastern empire. This, with its centre in Constantinople,
managed to cling on for almost another thousand years until it was eventually conquered by the Turks under their leader
Mohammed II in the year AD 1453.
3
Julius Caesar
The Art of Analysis
4
In assessing the dramatic importance or function of any scene, or speech, ask yourself the following
questions:
About Character:
 Does it introduce a character? (directly or indirectly)
 Does it reveal something about someone’s character?
 Does it show characters in conflict?
 Does it reveal a particular relationship between characters?
 Does it explain the motivation of a character?
 Does it create sympathy for a character?
About Plot:
 Does it forward the plot?
 Does it foreshadow a future event?
 Does it create suspense or excitement?
 Does it provide background information?
 Does it comic relief?
 Does it create humour?
 Does it lay the foundation for the plot?
About Setting:
 Does it reveal the setting?
 Does it offer a contrast to the previous (or following) setting?
Other:
 Does it engage the audience’s interest?
 Does it create the atmosphere or mood?
 Does it have anything to do with the theme?
 Does it serve to indicate the passage of time?
No single dramatic sequence will fulfill all of these functions, of course. When you have decided
upon the most important functions served by a speech or part of a scene, then you must go on to
explain, with specific references to the part of the play concerned, how these functions are fulfilled.
It is better to deal with each function separately; that is name one function and show specifically
how it is fulfilled, before introducing another function. Never list unrelated functions together in a
topic sentence, and hope that your reader will be able to sort out what belongs where in the rest of
you paragraph!
4
Julius Caesar
Content Questions Act I
5
Act I
1. In Scene I, what do Flavius and Marcellus want the commoners to do?
2. What is the Soothsayer's advice to Caesar?
3. Explain the difference between the views of Caesar held by Cassius and Brutus.
4. Caesar clearly gives his thoughts about Cassius. What does he say?
5. Summarize Casca's explanation of why Caesar looked so sad.
6. At the end of Scene II in lines 312 - 326, Cassius makes plans. What plans does he
make? Why?
7. Casca says, "For I believe they are portentous things/Unto the climate that they
point upon." What does he mean?
8. Why does Cassius want Brutus to join the conspiracy?
5
Julius Caesar
Content Questions Act II
6
Act II
1. To what decision does Brutus come in his orchard? Why?
2. What does Lucius give to Brutus in Scene I?
3. Why doesn't Brutus want to swear an oath with the conspirators?
4. For what reason does Metellus Cimber want Cicero to join the conspiracy?
5. Brutus is against including Cicero and against killing Mark Antony. Why?
6. Why did Brutus say, "Render me worthy of this noble wife!"?
7. Of what does Calpurnia try to convince Caesar?
8. Caesar yields to Calpurnia's wishes at first. Why does he change his mind and
decide to go to the Senate meeting?
9. What does the note Artemidorus wants to give to Caesar say?
6
Julius Caesar
Content Questions Act III
7
Act III
1. What is ironic about the timing of Caesar's murder (in relation to the preceding events)?
2. In the moments following Caesar's death, what do the conspirators proclaim to justify their deed?
3. Antony's servant brings a message to Brutus. What does he say?
4. Antony wants to speak at Caesar's funeral. What reaction does Brutus have? Cassius?
5. Under what conditions will Antony speak at the funeral?
6. What did Brutus say to the people at the funeral?
7. What did Antony say to the people at the funeral in his now famous "Friends, Romans,
countrymen, lend me your ears" speech?
8. Why did Brutus and Cassius flee Rome?
9. What is the point of Act III Scene III?
7
Julius Caesar
Content Questions Act IV
8
Act IV
1. What did Antony, Octavius, and Lepidus gather to discuss?
2. To what does Antony compare Lepidus?
3. What problem has developed between Cassius and Brutus? How is it resolved?
4. What news did Messala bring Brutus?
5. For what reasons does Brutus want to lead his armies to Philippi?
6. What message did Caesar's ghost bring Brutus?
8
Julius Caesar
Content Questions Act V
9
Act V
1. Why did Pindarus stab Cassius?
2. What causes Titinius to say, "The sun of Rome is set!"?
3. Who do the soldiers believe they have captured in Scene IV? Who is it really?
4. How does Brutus die?
5. Why did Antony say Brutus was the "noblest Roman of them all"?
9
Julius Caesar
Character List
Flavius -
tribune who breaks up crowd waiting to honor Caesar's triumph
Marcellus -
tribune who breaks up crowd waiting to honor Caesar's triumph
Julius Caesar -
Emperor of Rome
Casca -
first to stab Caesar
Calpurnia -
Caesar's wife
Mark Antony -
devoted follower of Caesar; defeats Brutus
Soothsayer -
warns Caesar to "Beware the Ides of March"
Brutus -
joins and then leads the conspiracy to kill Caesar
Cassius -
organizes the conspiracy and gets Brutus to join
Cicero -
Roman Senator Casca to whom talks on the eve of the assassination
Cinna -
plants the forged letter for Cassius, also a conspirator
Cinna (the poet) -
mistaken for Cinna the conspirator
Lucius -
servant to Brutus
Decius -
reinterprets Calpurnia's dream and convinces Caesar to go to Senate
Metellus -
distracts Caesar's attention so conspirators can carry out their plan
Trebonius -
takes Antony away from the assassination scene so he won't interfere
Portia -
wife of Brutus
Ligarius -
vows to follow Brutus
Publius -
one of many who escort Caesar to the Senate meeting
Artemidorus -
gives Caesar a letter of warning naming the conspirators
10
10
Julius Caesar
Character List
Papilius -
wishes Cassius well in his "enterprise"
Octavius -
heir of Julius Caesar
Lepidus –
joins with Octavius and Antony, used by Octavius and Antony
Pindarus -
servant to Cassius
Lucilius -
captured by Antony's soldiers, mistaken for Brutus
Messala -
reports Portia's death, discovers Cassius' body
Varro -
servant of Brutus
Claudius -
servant of Brutus
Titinius -
officer, guards tent at Sardis
Cato -
soldier in army of Brutus and Cassius
Clitus -
servant of Brutus, refused to kill Brutus
Dardanius -
servant of Brutus, refused to kill Brutus
Volumnius -
friend and soldier to Brutus, refuses to hold Brutus' sword
Strato -
holds Brutus' suicide sword
11
11
12
Julius Caesar
Vocabulary Act I
Part I: Using Prior Knowledge and Contextual Clues
Below are the sentences in which the vocabulary words appear in the text. Read the sentence. Use any clues you can find in the
sentence combined with your prior knowledge, and write another sentence using the highlighted/underlined word.
1. But let not therefore my good friends be grieved / Among which number, Cassius, be you one / Nor
construe any further my neglect / Than that poor Brutus, with himself at war, / Forgets the shows of love
to other men.
_____________________________________________________________________________________
2. Thoughts of great value, worthy cogitations
_____________________________________________________________________________________
3. Upon the word, / Accoutered as I was, I plunged in / And bade him follow.
_____________________________________________________________________________________
4. How I have thought of this and of these times, / I shall recount hereafter; for this present, / I would not,
so with love I might entreat you, / Be any further moved.
_____________________________________________________________________________________
5. I saw Mark Antony offer him a crown, yet 'twas not a crown neither, 'twas one of these coronets; and,
as I told you, he put it by once. But for all that, to my thinking, he would fain have had it.
_____________________________________________________________________________________
6. What a blunt fellow is this grown to be! / He was quick mettle when he went to school.
_____________________________________________________________________________________
7. When these prodigies / Do so conjointly meet, let not men say / "These are their reasons, they are
natural."
_____________________________________________________________________________________
8. For I believe they are portentous things / Unto the climate that they point upon.
_____________________________________________________________________________________
Part II: match the vocabulary words to their dictionary definitions
1. construe
A. omens
2. cogitations
B. fully armed
3. accoutered
C. interpret
4. entreat
D. temperament
5. fain
E. foreboding
6. mettle
F. thoughts
7. prodigies
G. make an earnest request of
12
13
8. portentous
Julius Caesar
Vocabulary Act II
H. gladly
Part I: Using Prior Knowledge and Contextual Clues
Below are the sentences in which the vocabulary words appear in the text. Read the sentence. Use any clues you can find in the
sentence combined with your prior knowledge, and write another sentence using the highlighted/underlined word.
1. And since the quarrel / Will bear no color for the thing he is, /Fashion it thus: that what he is
augmented, / Would run to these and these extremities.
____________________________________________________________________________________
2 Where wilt thou find a cavern dark enough / To mask thy monstrous visage? Seek none, Conspiracy /
Hide it in smiles and affability
____________________________________________________________________________________
3. Yet I fear him,/For in the ingrafted love he bears to Caesar
____________________________________________________________________________________
4. But it is doubtful yet / Whether Caesar will come forth today or no, / For he is superstitious grown of
late, / Quite from the main opinion he held once / Of Fantasy, of dreams and ceremonies. / It may be
these apparent prodigies, / And the persuasion of his augurers, / May hold him from the Capitol today.
____________________________________________________________________________________
5. Is it excepted I should know no secrets / That appertain to you?
____________________________________________________________________________________
6. My heart laments that virtue cannot live / Out of the teeth of emulation.
____________________________________________________________________________________
Part II: match the vocabulary words to their dictionary definitions
9. augmented
A. planted firmly; established
10. visage
B. made greater in size, extent or quantity
11. affability
C. envy
12. ingrafted
D. signs of disaster
13. prodigies
E. face
14. augurers
F. belong to as a proper function or part
15. appertain
G. professional interpreters of ome
13
14
Julius Caesar
Vocabulary Act III
Part I: Using Prior Knowledge and Contextual Clues
Below are the sentences in which the vocabulary words appear in the text. Read the sentence. Use any clues you can find in the
sentence combined with your prior knowledge, and write another sentence using the highlighted/underlined word.
1. Most high, most mighty, and most puissant Caesar, / Metellus Cimber throws before thy seat / A humble heart
____________________________________________________________________________________
i
2. Our arms in strength of malice, and our hearts / Of brothers' temper, do receive you in / With all kind love,
good thoughts, and reverence.
____________________________________________________________________________________
3. Only be patient till we have appeased / The multitude, beside themselves with tear, / And then we will deliver
you the cause / Why I, that did love Caesar when I struck him / Have thus proceeded.
____________________________________________________________________________________
4. Domestic fury and fierce civil strife / Shall cumber all the parts of Italy.
____________________________________________________________________________________
5. There shall I try, / In my oration, how the people take / The cruel issue of these bloody men, / According to the
which, thou shalt discourse / To young Octavius of the state of things.
____________________________________________________________________________________
6. Who is here so base that would be a bondman?
____________________________________________________________________________________
7. He hath brought many captives to Rome, / Whose ransoms did the general coffers fill.
____________________________________________________________________________________
8. You all do know this mantle. I remember / The first time ever Caesar put it on.
____________________________________________________________________________________
9. I am not Cinna the conspirator.
____________________________________________________________________________________
Part II: match the vocabulary words to their dictionary definitions
17. puissant
18. malice
19. appeased
20. strife
21. oration
22. base
23. coffers
24. mantle
A. struggle, fight or quarrel
B. formal speech
C. cloak
D. one who plans with others to commit an illegal act
E. powerful; mighty
F. public treasury
G. soothed; pacified
H. ill-will or spite
14
25. conspirator
Julius Caesar
Vocabulary Act IV -V
15
I. devoid of high values or ethics
Part I: Using Prior Knowledge and Contextual Clues
Below are the sentences in which the vocabulary words appear in the text. Read the sentence. Use any clues you can find in the
sentence combined with your prior knowledge, and write another sentence using the highlighted/underlined word.
1. But, Lepidus, go you to Caesar's house. / Fetch the will hither, and we shall determine / How to cut
off some charge in legacies. /
i
___________________________________________________________________________________________
2. The name of Cassius honors this corruption, / And chastisement doth therefore hide his head.
___________________________________________________________________________________________
3. When Marcus Brutus grows so covetous, / To lock such rascal counters from his friends, / Be ready,
gods, with all your thunderbolts, / Dash him to pieces!
___________________________________________________________________________________________
4. Why do you cross me in this exigent?
___________________________________________________________________________________________
5. Coming from Sardis, on our former ensign / Two mighty eagles fell, and there they perched
___________________________________________________________________________________________
6. Thou never comest unto a happy birth, / But kill'st the mother that engendered thee!
___________________________________________________________________________________________
7. For piercing steel and darts envenomed / Shall be as welcome to the ears of Brutus / As tidings of this
sight.
___________________________________________________________________________________________
8. Oh, Julius Caesar, thou art mighty yet! / Thy spirit walks abroad, and turns our swords / In our own
proper entrails.
___________________________________________________________________________________________
Part II: match the vocabulary words to their dictionary definitions
26. legacies
A. wanting the possessions of others
27. chastisement
B. poisoned
28. covetous
C. inherited money or goods
29. exigent
D. punishment
30. ensign
E. conceived
31. engendered
F. critical moment
32. envenomed
G. internal organs, especially intestines
33. entrails
H. colors; flag carried by a company
15
Julius Caesar
Propaganda Techniques
16
CONTEMPORARY EXAMPLES OF PROPAGANDA TECHNIQUES


look for examples of propaganda devices in advertising especially in
topics of concern to adolescents: tobacco, alcohol, acne, makeup,
fashions, perfumes, etc.
i
look for examples of wartime and government propaganda:
 WWI
 WWII: Hilter stated "The great masses of the people...will more
easily fall victims to a big lie than to a small one." (Bartlett,
1980, page 559)
 Vietnam War: movies revealing propaganda techniques include
Good Morning Vietnam and JFK.
 American/Iraq war, 1991
 look for propaganda devices in election campaigns (student elections!)



look for propaganda devices in television, a form of media meant to
entertain, sensationalize, and appeal to emotion:
 dramatized episodes of true stories
 journalist and documentary programs
 interviews, news presentation
 westerns, crime stories, family sit-coms


NFB films TV Sales and The Brunswik Affair


look for propaganda devices in other media forms such as magazines,
newspapers, books (Orwell's 1984, Bradbury's Farenheit 451, and
Huxley's Brave New World)
16
17
Julius Caesar
Crossword Review Clues
ACROSS
2. Gives Caesar a letter of warning naming
the conspirators
5. Soldier in army of Brutus & Cassius
7. Servant of Brutus
10. Render me worthy of this noble ____!
12. Let us be sacrificers, but not ____,
Caius.
14. Organizes the conspiracy & gets Brutus
to join
16. ... that Nature might stand up/And say
to all the world, 'This was a ___'
17. Vows to follow Brutus
18. _____ Caesar
20. Plants the forged letter for Cassius
21. Liberty! Freedom! ____ is dead!
22. Caesar, now be still. I killed not thee
with half so good a ____.
24. Devoted follower of Caesar; defeats
Brutus
26. Reinterprets Calpurnia's dream and
convinces Caesar to go to Senate
28. Beware the Ides of ___
30. Wife of Brutus
31. Friend & soldier to Brutus; refuses to
hold Brutus's sword
33. Servant to Brutus
35. Captured by Antony's soldiers, mistaken
for Brutus
36. Holds Brutus's suicide sword
DOWN
1. Antony offered Caesar one
3. ... not that I loved Caesar less,
but that I loved ___ more
4. Brutus thinks a just cause needs no
___ to bind the doers to their cause
5. An agreement to perform together an
illegal act
6. Officer; guards tent at Sardis
8. Reports Portia’s death, discovers
Cassius’s body
9. Calpurnia tries to convince Caesar that
her ___ are omens of tragedy
11. Tribune who breaks up crowd waiting to
honor Caesar’s triumph
12. Joins and then leads the conspiracy to
kill Caesar
13. Caesar’s wife
14. First to stab Caesar
15. Roman Senator to whom Casca talks on
the eve of the assassination
19. I have a man’s mind, but a woman’s ___
20. Servant of Brutus; refused to kill Brutus
21. Takes Antony away from the assassination scene so he won’t interfere
23. ___, Romans, countrymen, lend me
your ears.
25. Heir of Julius Caesar
27. Caesar goes to this meeting
28. Distracts Caesar’s attention so the
conspirators can carry out their plan
29. Antony spoke at Caesar’s
30. One of many who escort Caesar to the
Senate meeting
32. Yond Cassius has a lean and ___ look
34. Caesar, thou are revenged, Even with
the ___ that killed thee.
i
17
Julius Caesar
Crossword Review Puzzle
18
i
18
Julius Caesar
Group Presentation
19
PROMPT
Before reading the play Julius Caesar, we are going to take a little time to explore Rome and the
Roman Empire. This will give you some background information which will help you understand
the play better, let you know what happened in the Roman Empire after the action of the play,
and will show you how Rome is today.
ASSIGNMENT
You have been divided into five groups, each with a different topic to explore. During this class
period you will research your topic. In the next class period you will create a presentation about
your topic to give to your classmates. In the class period after that you will actually make your
presentations to the class.
i
REQUIREMENTS
1. Each group member must do research.
2. Each group member must keep a list of sources checked and summary of information found
in those sources.
3. Each group member must make a written report. (See Writing Assignment 1)
4. Each group's presentation must be 8-10 minutes long.
5. Each group's presentation must include visual aids.
TOPICS
Group One: Divide your work among the group members, giving each member a segment of
time to research. (For example, time before the Roman Empire, time during the Roman Empire,
time between the fall of the Roman Empire and modern history, and modern history) Possible
sources of information would be books, encyclopedias, periodicals, and films/videos.
Use the class period to gather information. Take notes. In the next class period, bring materials
to class to actually make a timeline. Use a roll of fax paper or shelf paper and colored markers to
make the timeline. Another way to make it would be to use the overhead projector. Make your
timeline in segments and place each segment on the overhead as you make your presentation.
(Feel free to improvise to create a visually interesting timeline!) During your presentation, have
each group member give a short report about his/her segment of Roman history. Coordinate the
use of your timeline as a visual aid.
19
Julius Caesar
Group Presentation
20
Group Two: There's an old saying, "Rome wasn't built in a day!" The Roman Empire
developed, flourished, and declined over a period of hundreds of years. It is your job to show
the geographical rise and fall of the Roman Empire. First, you have to research the history of
the Roman Empire. A good encyclopedia article should give you a good outline of the periods
in the history of the Roman Empire. Have one group member get the encyclopedia. Find the
article, and have one group member read it to the group. One group member should take
notes, noting the periods of the Empire. Then assign one period of the Roman Empire's growth
to each student in the group. All of this should take less than fifteen minutes. Use the rest of
this class period for research. Each group member is looking for specific information about the
geographical boundaries of the Roman Empire during the period he/she was assigned. During
the second class period, get together as a group to pool your information. Have each student
give a brief report to the group. This is best done in chronological order. Spend the remainder
of the second class period making your map(s). There are two ways to do this. The best way is
to take a map of that part of the world and make several transparencies of it. Mark on the first
transparency the area covered at the beginning of the era of the Roman Empire. Make each
subsequent transparency showing the stages of growth (and retreat as the empire fell apart).
During the presentation, show the series of transparencies and give a brief explanation of the
ways in which the land was acquired and lost.
i
Group Three: Your task is twofold: to find biographical information about the man Julius
Caesar and to find information about the play Julius Caesar. Divide your group in half. Half of
you should work on the biography and half of you should work on information about the play.
Make full use of your library's resources: books, periodicals, encyclopedias, films/videos, etc.
Use the remainder of this first class period to do your research. During the second class
period, plan your presentation. The visual part of your presentation could be photos of Julius
Caesar and pictures from a performance of the play, or you may have a group member dress
up as Julius Caesar to talk about his life and the play William Shakespeare wrote about his
assassination. You could make a family tree for Julius Caesar. Use your imagination to make
your 20-minute presentation as interesting as possible.
20
Julius Caesar
Group Presentation
21
Group Four: Some of your research can be done in the library, depending on the extent of the
resources in your media center. Take a minute to ask your librarian/media specialist what isual
materials about Rome exist at your school. If there are not many slides/videos or films /
filmstrips, assign a member of your group to do library research. Other members should be
assigned various video rental stores and travel agencies to contact to ask about the availability
of visual information about Rome. If materials are available outside of your school, you need to
plan and make arrangements for getting that information prior to your next class meeting.
In the second class period of this assignment, you should preview the information you have
collected and create a way to make a ten-minute presentation using the information you have
collected.
i
Group Five: Your assignment is to answer the question, "What is it like to live in Rome
today?" Explore basic influences on the people of Rome: What kind of government do they
have? What is the basis of their economy? What are current issues there? What do they wear?
What do theyeat? What is their educational system like? What influence does the church have
on their lives? Don't limit yourselves to answering only these questions; they are examples of
the kinds of questions your report should answer. You might begin by brainstorming a list of
topics to cover and assigning one (or more) topic(s) to each person in your group. That way,
your research won't be duplicated. Be sure to use a variety of sources: books, periodicals,
encyclopedias, etc. Use the remainder of this first class period to do your research. In the
second class period of this assignment, get together and pool your information. Decide how
you will make your presentation, decide what visual aid(s) you will use and create them or
make sure they are available for your use.
21
Julius Caesar
General Reading Comments
22
i
22